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British Journal of Educational Psychology

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https://www.readbyqxmd.com/read/28299771/diagrams-benefit-symbolic-problem-solving
#1
Junyi Chu, Bethany Rittle-Johnson, Emily R Fyfe
BACKGROUND: The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. AIMS: We tested the impact of diagram presence on students' performance on algebra equation problems to determine whether diagrams increase problem-solving success...
March 16, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28295189/unpacking-socio-economic-risks-for-reading-and-academic-self-concept-in-primary-school-differential-effects-and-the-role-of-the-preschool-home-learning-environment
#2
Alexandria Crampton, James Hall
BACKGROUND: Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. AIMS: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. SAMPLE: n = 3,172 British children aged 3-10 years and their families...
March 13, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28294299/the-contribution-of-parent-child-numeracy-activities-to-young-chinese-children-s-mathematical-ability
#3
Qi Huang, Xiao Zhang, Yingyi Liu, Wen Yang, Zhanmei Song
BACKGROUND: A growing body of recent research has shown that parent-child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers' involvement in such activities. AIMS: This study aimed to examine both mother-child and father-child numeracy activities in Hong Kong Chinese families and both parents' unique roles in predicting young Chinese children's mathematics ability...
March 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28266030/consequences-of-childhood-reading-difficulties-and-behaviour-problems-for-educational-achievement-and-employment-in-early-adulthood
#4
Diana Smart, George J Youssef, Ann Sanson, Margot Prior, John W Toumbourou, Craig A Olsson
BACKGROUND: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. AIMS: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood. SAMPLE: Data were drawn from a life-course longitudinal study of psychosocial development, the Australian Temperament Project...
March 7, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28258597/math-anxiety-and-its-relationship-with-basic-arithmetic-skills-among-primary-school-children
#5
Riikka Sorvo, Tuire Koponen, Helena Viholainen, Tuija Aro, Eija Räikkönen, Pilvi Peura, Ann Dowker, Mikko Aro
BACKGROUND: Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. AIMS: In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations...
March 3, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28220477/parent-child-learning-interactions-a-review-of-the-literature-on-scaffolding
#6
Roni Mermelshtine
BACKGROUND: Scaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities...
February 21, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28220471/can-schools-reduce-bullying-the-relationship-between-school-characteristics-and-the-prevalence-of-bullying-behaviours
#7
Daniel Muijs
BACKGROUND: Bullying remains a persistent phenomenon in schools, but the extent to which day-to-day policies and practices relate to bullying prevalence has not been widely studied. In this study, we use an educational effectiveness framework to interrogate this relationship. AIMS: The aim was to study the relationship between school factors and prevalence of bullying in primary schools. We hypothesize that school conditions (e.g., size), school policies (e.g., behaviour policies), and school processes (e...
February 21, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28211046/teacher-structure-as-a-predictor-of-students-perceived-competence-and-autonomous-motivation-the-moderating-role-of-differentiated-instruction
#8
Frédéric Guay, Amélie Roy, Pierre Valois
BACKGROUND: An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation...
February 17, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28197995/explaining-academic-track-boys-underachievement-in-language-grades-not-a-lack-of-aptitude-but-students-motivational-beliefs-and-parents-perceptions
#9
Anke Heyder, Ursula Kessels, Ricarda Steinmayr
BACKGROUND: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs...
February 15, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28168692/risk-factors-in-the-development-of-behaviour-difficulties-among-students-with-special-educational-needs-and-disabilities-a-multilevel-analysis
#10
Jeremy Oldfield, Neil Humphrey, Judith Hebron
BACKGROUND: Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. AIM: The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. SAMPLE: The study sample comprised 4,228 students with SEND, aged 5-15, drawn from 305 primary and secondary schools across England...
February 7, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28155221/math-grades-and-intrinsic-motivation-in-elementary-school-a-longitudinal-investigation-of-their-association
#11
Anne F Weidinger, Ricarda Steinmayr, Birgit Spinath
BACKGROUND: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this hypothesis. AIMS: Therefore, we investigated the role of school grades in inter- and intra-individual changes in elementary school students' intrinsic motivation from when grades were first introduced until the end of elementary school, when students in Germany receive recommendations for a secondary school type on the basis of their prior performance in school...
February 3, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28097646/visuospatial-training-improves-elementary-students-mathematics-performance
#12
Tom Lowrie, Tracy Logan, Ajay Ramful
BACKGROUND: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. AIMS: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. SAMPLE: The study involved grade six students (ages 10-12) in eight classes...
January 18, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28054712/early-high-school-engagement-in-students-with-attention-deficit-hyperactivity-disorder
#13
Nardia Zendarski, Emma Sciberras, Fiona Mensah, Harriet Hiscock
BACKGROUND: Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. AIMS: To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. SAMPLE: Participants are adolescents (12-15 years) in the first and third year of high school with diagnosed ADHD (n = 130)...
January 5, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27739062/metacognitive-control-shifting-from-habitual-to-agenda-processes-on-item-selection-during-study-in-elementary-school-children
#14
Weijian Li, Haojie Ji, Fengying Li, Ping Li, Yuchi Zhang, Xinyu Li
BACKGROUND: Like adults, children need to allocate study time and endeavour optimally in order to enhance learning effectiveness. AIMS: The aim of this study was to investigate the development of shifting from habitual to agenda-based processes on study decisions. SAMPLE: The participants were 309 children in the second, fourth, and sixth grades. METHODS: We adopted the research paradigm proposed by Ariel and Dunlosky (2013, Mem...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27650881/victimization-and-its-associations-with-peer-rejection-and-fear-of-victimization-moderating-effects-of-individual-level-and-classroom-level-characteristics
#15
Lenka Kollerová, Filip Smolík
BACKGROUND: Past research has shown that peer victimization by bullying is associated with peer rejection and fear of victimization, but little is known about the interplay between victimization and other characteristics in the prediction of these experiences. We assume that the associations between victimization and peer rejection/fear of victimization are moderated by multiple characteristics, including aspects of peer ecology. AIMS: The study tested whether the links between victimization and peer rejection/fear of victimization are moderated by gender, peer support, and two features of classroom peer ecology: classroom victimization rate and classroom hierarchy (the variability of popularity among students)...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27629067/the-effects-of-letter-spacing-and-coloured-overlays-on-reading-speed-and-accuracy-in-adult-dyslexia
#16
Amanda M Sjoblom, Elizabeth Eaton, Steven D Stagg
BACKGROUND: Zorzi et al. (2012, Proc. Natl. Acad. Sci. U.S.A., 109, 11455) found evidence that extra-large letter spacing aids children with dyslexia, but the evidence for the coloured overlays is contradictory (e.g., Henderson et al., 2013, J. Res. Special Educ. Needs, 13, 57; Wilkins, 2002, Ophthalmic Physiol. Opt., 22, 448), and possible combined advantages have not been identified. AIMS: To investigate whether extra-large letter spacing or coloured overlays can alleviate reading problems in dyslexic adults...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27612004/student-conceptions-of-feedback-impact-on-self-regulation-self-efficacy-and-academic-achievement
#17
Gavin T L Brown, Elizabeth R Peterson, Esther S Yao
BACKGROUND: Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. AIMS: This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27520073/translating-child-development-research-into-practice-can-teachers-foster-children-s-theory-of-mind-in-primary-school
#18
Federica Bianco, Serena Lecce
BACKGROUND: Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. AIMS: This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27514725/the-mediating-role-of-metacognition-in-the-relationship-between-executive-function-and-self-regulated-learning
#19
D Jake Follmer, Rayne A Sperling
BACKGROUND: Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. AIMS: The primary goals of the current study were to examine and test the relations among executive function, metacognition, and self-regulated learning as well as to examine how self-regulated learning is informed by executive function...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27502760/improving-conceptual-and-procedural-knowledge-the-impact-of-instructional-content-within-a-mathematics-lesson
#20
RANDOMIZED CONTROLLED TRIAL
Bethany Rittle-Johnson, Emily R Fyfe, Abbey M Loehr
BACKGROUND: Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. AIMS: This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson...
December 2016: British Journal of Educational Psychology
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